教师书面纠正性反馈对高中生、高职生英文写作错误影响的对比研究

发布时间：2018-11-26 12:47

【摘要】：在英语学习中,学生的写作能力是综合语言表达能力的重要体现。然而,学生在英文写作的过程中经常出现或多或少的错误。通过对教师书面纠正性反馈的研究,探讨其是否能减少学生的英文写作错误,如果能减少,对于高中生和高职生而言,他们的哪种错误在哪种纠正性反馈下更能有效地减少。首先,通过问卷调查,从态度看法、纠错需求、方式需求及有效程度等维度,了解南京高淳高级中学和南京工程高等职业学校学生的整体写作现状。然后,对南京高淳高级中学和南京高等职业学校2015级的各一个班进行实验。将每个班的学生各分成3组,直接反馈组、间接标注反馈组和间接划线反馈组。借鉴Carl James的错误分类方式,将学生的英文写作错误分为本体错误、词汇错误、语法错误和语篇错误,进行英文写作错误的量化统计。最后,利用EXCEL和SPSS19.0统计软件对高中生和高职生各类写作错误的前后测进行对比分析。联系“强化”、“注意”等心理学的相关理论,对问卷数据和实验数据进行分析讨论,研究发现:(1)直接反馈有助于高中生的英文写作的减少,两种间接反馈有助于高职生的英文写作错误的减少;(2)本体错误和语篇错误为最易纠正的错误,考虑到教师的时间和精力的投入以及学生的关注程度,采用间接划线反馈最好:(3)词汇错误在三种反馈方式下无明显改善,需要进一步研究探讨。希望本文的研究成果对英语教师的英语教学以及高中生、高职生的英语写作提供帮助。
[Abstract]:In English learning, students' writing ability is an important embodiment of comprehensive language expression. However, students often make more or less mistakes in the process of English writing. Through the research of teachers' written corrective feedback, this paper discusses whether it can reduce students' English writing errors, and if they can, which kind of errors can be reduced more effectively for high school students and vocational students under which kind of corrective feedback. First, through the questionnaire survey, from the attitude view, the error correction demand, the way demand and the effective degree and so on dimension, understands the Nanjing Gaochun high school and the Nanjing engineering higher vocational school student's overall writing present situation. Then, an experiment is carried out on each class of 2015 of Nanjing Gaochun High School and Nanjing higher Vocational School. Students in each class were divided into three groups: direct feedback group, indirect tagging feedback group and indirect underlined feedback group. Using Carl James's error classification method for reference, students' English writing errors are classified into ontology errors, lexical errors, grammatical errors and textual errors, and the quantitative statistics of English writing errors are carried out. Finally, using EXCEL and SPSS19.0 software, the author makes a comparative analysis of all kinds of writing errors in high school students and vocational college students before and after testing. Based on the relevant theories of psychology, such as "reinforcement" and "attention", the questionnaire data and experimental data are analyzed and discussed. The results show that: (1) Direct feedback contributes to the reduction of English writing among senior high school students. Two kinds of indirect feedback contribute to the reduction of English writing errors of vocational college students; (2) Noumenon errors and textual errors are the most easily corrected ones. Considering the teachers' time and energy and the students' attention, indirect underlined feedback is the best. (3) the lexical errors have no significant improvement in the three ways of feedback. Further research is needed. It is hoped that the results of this paper will be helpful to the English teaching of English teachers as well as to the English writing of senior high school students and vocational students.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G633.41

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